Impact Of The Implementation Of Results-Based Monitoring And Evaluation On Service Delivery In Kenya’S Public Service: A Case Of The Ministry Of Education, Science And Technology 2008-2014

Abstract

This study sought to interrogate the effects of implementation of results-based monitoring and evaluation on service delivery in the Ministry of Education, Science & Technology. Multi-stage sampling technique was used to select 108 respondents from 9 out of 17 districts in Nairobi City County. Study findings shows that service delivery in education is measured through monitoring and evaluation as well as customer satisfaction surveys conducted annually. It was revealed that schools rapid results initiative activities or projects included physical development, equipment, books and other learning materials and that service delivery in schools were rated as good. However, desired transition rates target set by the Ministry have not being achieved in both primary to secondary and secondary to university. This is because although transition rate is an important service delivery indicator in the education sector, other factors other than results-based monitoring and evaluation influence it which the Ministry did not consider. This study recommends that stakeholders in education sector should look at service delivery in a holistic manner rather than using isolated components and that government through NIMES should evaluate the results-based monitoring and evaluation system in education sector to address its weaknesses.